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Course Syllabus for English 1001
Dr. Kimberly M. Radek-Hall
A-314, 815-224-0395
Office Hours: 9-11 AM on MW and
1100-12:30 PM a on T
All Times Listed are in the Central Time Zone


Section 15: In B-213 from 12:30-1:45 PM on T & Th



Fall 2017       

Course Objectives

This course introduces you to the arts of rhetoric and composition.  In it you will learn to write clearly, logically, and persuasively.  This course assumes that writing is a social action, an act of communication, and it introduces you to an academic community of discourse.  Thus, you will participate extensively in workshop activity in this course; you will write often, and you will get response to your writing from both me and your peers. 

You must have either passed English 0900 or successfully completed the English Placement Examination to register and enroll in this class. Note, too, that you must get a C or better in this class for it to count as a transfer course and to be eligible for English 1002, the second writing course in our IAI transfer sequence.

General Education Credit

This class earns general education credit and transfers to IAI participating schools as C1 900.  In addition, it will help you to attain the following of the eight goals, deemed central to IVCC's general education program:

Goal 1.  To apply analytical and problem solving skills to personal, social, and professional issues and situations. 

Goal 2.  To communicate successfully, both orally and in writing, to a variety of audiences.

Goal 3. To construct a critical awareness of and appreciation for diversity.

Goal 4.  To understand and use technology effectively and to understand its impact on the individual and society.

Goal 5.  To develop interpersonal capacity.

Goal 6.  To recognize what it means to act ethically and responsibly as an individual and as a member of society.

Goal 7. To recognize what it means to develop and maintain a healthy lifestyle in terms of mind, body, and spirit.

Goal 8.  To connect learning to life.


McWhorter, Kathleen T. Successful College Writing. Sixth Edition. Boston: Bedford/St.
Martin's, 2015.
Rowling, J. K. Harry Potter and the Sorcerer's Stone. New York: Scholastic, Inc., 
IVCC's Style Book (online).

Any other Harry Potter books are always a plus.

Additionally, you may need to rent, borrow, or buy a film version of a Harry Potter text and/or a book or episode from Jim Butcher's Dresden Files book or television series, or a book from C. L. Wilson's Fading Lands series.

Additional Required Materials 

Notebook paper, writing utensils, a thumb/flash drive portable storage device, several differently colored highlighting markers, and an active IVCC e-mail address are other things you may need to do well in this class.

Grading Scale (%)

A: 100-90 B: 89-80 C: 79-70 D: 69-60 F: 59-0  

Desired Attitudes Toward the Course

Students will respect each other’s personal beliefs and be committed to helping each other learn more about the texts and themselves, as well as being committed to helping each other improve their written and oral communication skills. Not treating others–whether other students or the instructor–with respect will result in, first, a warning summons to the instructor’s office hours, and then, withdrawal from the course. Please note, also, that the paper topics will all be related in some way to Harry Potter or some similar topic, so if you object to that for any reason or think that you will not be able to tolerate this topic, then this may not be the class for you.

Behaviors in the Course

When you are in this class, you should pay attention and take notes, as appropriate. Please avoid behaviors that might distract the instructor or the other students from the tasks at hand. If you carry a cell phone, please either set it to vibrate rather than ring, or make sure it is turned off while you are in class. When (if) we are in the computer lab, please do not let the computers distract you and remain focused on the lesson or assignment, refraining from checking your e-mail, playing games, updating your Facebook page, and surfing the Internet, unless you have been granted permission to do so.   Please read the entire syllabus, as it represents a contract between instructor and students, and complete the course contract (on Blackboard) if and only if you understand and will be able to comply with the policies listed on this syllabus.

Additional Services

If you are a student with a documented cognitive, physical, or psychiatric disability, then you may be eligible for special services. Please see Tina Hardy (815-224-0634) for more information--or stop by the Disability Services Office, C-211.


Students are allowed three absences.  After three absences the final grade gets reduced one letter grade per absence.  If you will be absent, you may e-mail me or call me but do not expect me to provide a lesson for you that you have missed. The only absences I consider excused are IVCC-sponsored trips. If you will be attending one of these, your assignments and papers must be turned in to me in advance of the trip. You will not, however, be allowed to take any quiz or make up any other assignment you miss during one of these trips.

Note: I consider that your status in this class is your responsibility. If you realize that you haven't the time or ability necessary to devote to the course and/or you feel you cannot pass it, then please ask me to withdraw you in person or via e-mail before 12:00 PM on November 1st, keeping in mind that withdrawing from a class may affect your financial aid award. If you are concerned, then you may certainly speak to a financial aid representative before requesting a withdrawal from the class.

Breakdown of Grades (not including reductions for poor attendance, etc.)

Five Papers: 90%
  Paper #1: 10%  Diagnostic Essay: In class
Paper #2: 20% 
Illustration Essay
Paper #3: 20% 
Process Analysis Essay
Paper #4: 20% 
Social Research Essay
Paper #5: 20%  Argumentative Essay

Class Participation: 10%

Papers will be evaluated on audience, content, grammar, organization, presentation, spelling, and style, especially as specified on the official syllabus.  These papers are due at the beginning of class on the date listed here, unless other arrangements have been made.  I will accept a late paper only if you turn it in to me accompanied by a written note explaining why it is late and asking for an exception to the policy concerning paper deadlines; turning in a paper late without this note will result in an F on the paper. E-mailing these requests with the paper as an attached file is acceptable; however, you should, in this case, turn in a hard copy, as well. With Papers 2 and 3, upon receiving your graded paper, you may revise and resubmit it for a consideration of a higher grade, provided that you have, indeed, substantially revised it. (There will not be time for a revision of Paper #4 or #5, unfortunately).

Class Participation includes every assignment that is not one of the papers listed  above.  This means homework, quizzes, in-class assignments, and unannounced writing assignments. Extra credit, should it be offered, contributes to this category, as well. 


The College’s policy on plagiarism applies in this class; read it in your Style Book and note the penalties. I will question you if your work does not appear to be your own. Keep all notes, outlines, drafts, and finished assignments so that you can demonstrate that writing you have submitted is your own work, should any question of plagiarism arise.

Expected Student Outcomes

1. The student will read a text with understanding and appreciation.

2. The student will understand that writing is a process that stems from a specific goal and incorporates revision.

3. The student will demonstrate the ability to organize, develop, and express ideas about the text or some aspect of it, addressing them accurately, clearly, logically, and thoughtfully to a particular audience.

4. The student will work collaboratively and cooperatively with peers and the instructor in writing and reading about as well as responding to various texts.

5. The student will understand different rhetorical methods of organizing writing.

6. The student will understand that writing styles change depending on both the writer’s goal and the makeup of the writing’s audience.

7. The student will write essays that are relatively free of stylistic weaknesses and excessive errors.

8. The student will learn that interactive word-processing software is a tool for writing.

9. The student will integrate and cite accurately information of other writers, using other writers’ opinions, beliefs, and/or observations to support his or her own opinions, beliefs, and/or observations, hence avoiding plagiarism.

10. The student will comment critically, constructively, and respectfully upon his or her own work, as well as upon the work of his or her peers.

Tentative Class Schedule

Deadlines, Reading Assignments, and Subjects

Week One 

Introduction to Course
Explanation of Syllabus and Instructor Philosophy

Paper #1 Due:
Diagnostic Essay
Read Harry Potter and the Sorcerer's Stone
Read McWhorter, Chapter One

Week Two 

Course Contract Due
Introduction to Learning Styles
Take Learning Style Assessments
Read McWhorter, Chapters Two and Three

Week Three 

Read McWhorter, Chapters Thirteen and Seventeen,
for preparation for Paper #2

Exercises for Preparing Paper #2
More Work on Learning Styles

Week Four

Introduction to Essays and Their Writing
Exercises for Preparing Paper #2

Read McWhorter, Chapters Four-Eight,
for preparation for Paper #2
Exercises for Preparing Paper #2
PowerPoint on MLA

Weeks Five-Six

Read McWhorter, Chapters Nine and Ten
Exercises for Preparing Paper #2
Peer Review of Paper #2

Paper #2 Due:
Illustration Essay
Read McWhorter, Chapter Fourteen,
for preparation for Paper #3
Exercises for Preparing Paper #3

Weeks Seven-Nine 

Exercises for Preparing Paper #3
Peer Review of Paper #3

Paper #3 Due:
Process Analysis Essay
Read McWhorter, Chapter Eighteen and Chapter Twenty-two,
(especially on "Conducting Field Research")
for preparation for Paper #4


Weeks Ten-Twelve

Exercises for Preparing Paper #4
Documenting Film Data and Thesis Workshop for Paper #4

Exercises for Preparing Paper #4
Peer Review of Paper #4

Paper #4 Due:
Social Research Essay
Read McWhorter, Chapters Nineteen and Twenty,
for preparation for Paper #5
Note: Please request that I withdraw you, if that's your intent, by noon on 1 November 2017.

Weeks Thirteen-Fourteen

Read McWhorter, Chapters Twenty-one through Twenty-three,
for preparation for Paper #5
Exercises for Preparing Paper #5

Exercises for Preparing Paper #5
Peer Review of Paper #5

Week Fifteen

Review McWhorter, Chapters Nine and Ten
Paper #5 Due: Argumentative Essay

Week Sixteen: Ex
am Week

Final Exam:
Section 15: In class @ 12:30 PM on Thursday, 7 December 2017

Paper Due Dates

Paper #1: Diagnostic August 22nd    

Paper #2: Illustration September 14th    
Paper #3: Process Analysis October 5th    
Paper #4: Social Research November 16th
Paper #5: Argumentative November 30th    
Final Revision Date for Paper #2 October 19th    
Final Revision Date for Paper #3 November 21st  

Note: Request for exceptions to any of these policies must be submitted to me in writing as close as is possible to the event that has precipitated the request. Requests will be evaluated on a case by case basis. Submitting a request is no guarantee that an exception will be made. All written requests must be made to me at my e-mail address, as listed at the top of this document. No others will be considered.

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The hat images above come from http://www.giantstepsbooks.com/hats/potterhats.html and http://www.giantstepsbooks.com/hats/witchwizardahats.html
The glasses come from http://www.cayneshousewares.com/images/products/342804.jpg
The toad is taken from http://www.npwrc.usgs.gov/resource/distr/herps/amrepnd/species/scapbomb.htm

The cat image comes from IVCC English instructor Randy Rambo. It is a picture of his cat, Kitty, and appears on his web page at http://www.ivcc.edu/rambo

Background image from http://www.adinet.net/Globe_HTML/frames/wireframe/f2p3a9_155kb.htm

For any of you who are interested in the film Harry Potter and the Goblet of Fire
but have only read Sorcerer's Stone,
take this link to a
New York Times feature, or for a laugh, see The Onion's graphic